1. Innovative Uses of Technology in Education IDE 1022 ACADEMIC WRITING COURSE Bilal Can TULUN 300444 IDE 1022 ACADEMIC WRITING COURSE Bilal Can TULUN 300444

2. Education and Technology Education is the process of facilitating learning Knowledge, skills, values, beliefs and habits of a group of people are transferred to other people, through storytelling, discussion, teaching, training, or research. Technology is the collection of techniques, methods or process used in the production of goods or services or in the accomplishment of objectives, such as scientific investigation.

3. What is the benefits of technology in education? Creates versatile possibilities for the acquisition and creation of information Communication and interaction with other people Provide attractive and stimulating atmosphere to learn skill and techniques Enables the use of more interactive educational tools

4. Research Studies Celik and Aytın declares 6 elementary and high school teachers in contrast to much of the existing research, they felt generally confident about their level of skill in applying these resources, as well as they found digital tools to be motivating and to improve students' attitudes toward language learning, as well as increasing their proficiency

5. In Celik and Aytin method, the large-scale project involved an research of the participants' experiences with respect to the use of technology in the classroom. Their results revealed that the participants felt confident about their level of skill. How do Turkish ELF teachers perceive the use of technology insecond language instruction? How does the ELT curriculum provide for the use of technology? How do English language teachers view the availability of digital resources? What are their perceptions concerning their own level of digital literacy?

6. Not only students but also teachers have positive attitude against educational technology. ‘’Contrary to the existing research which holds that Turkish teachers of EFL are frequently unable or unwilling to apply technology in their teaching practice, the teachers in this case generally expressed that they enjoyed using computerized educational tools, saw themselves as sufficiently competent in their level of digital literacy, and felt that they could meet the needs of learners in this respect.’’ (Celik and Aytin,2014,p.12).

7. ‘’Internet-assisted technologies for English language teaching’’ Celik set out to determine Turkish university level EFL instructors' perceptions and perspectives on the use of the Internet for pedagogical purposes

8. In his method, Celik investigates the problems that implementing technology into language learning. What resources do instructors use for IALT? What do instructors see as the advantages and disadvantages of IALT? How do they rate their own knowledge of IALT for language learning?

9. ‘’This study has demonstrated that Turkish EFL instructors have positive perceptions on the use of the Internet for teaching EFL while they also have difficulties in finding appropriate teaching materials and integrating Internet resources into their curriculum. The overall positive views toward Internet and related language teaching tools support the idea of promoting novelties in pedagogy.’’(Celik,2012,p.479).

10. References Celik, S. (2013). Internet-assisted technologies for English language teaching in Turkish universities. 26(5), 468-483. Celik, S., & Aytın, K. (2014). Teachers’ Views on Digital Educational Tools in English Language Learning: Benefits and Challenges in the Turkish Context. TESL- ‐ EJ, 18(2), 1-18.